There’s a big science behind what to say in the subtitle of a “thing” in life.
Why The Clear Subtitle Of Title Of Each Activity Are Important For Online Student Learning Courses
Written By Samantha Cooper
According to the National Endowment for the Humanities, or NEH, the subtitle of each activity of a book is the reading where students are most likely to take something away. Because of that, educators who have an interest in studying how people learn consider titles differently than titles for other books. “Chronicles of a Ramy Second-Grade Teacher” is the subtitle of my textbooks about second-grade classroom management. This distinction is of huge importance to how students and teachers understand what we teach and how best to approach the topic.
When I decide to identify a book’s subtitle based on when students will be the most likely to take something away from it, it involves some consideration. The most efficient for me are titles that summarize all the parts of the course, but not all of the student learning that the book should address. Then, I will read the book and hope that it will teach students a little bit about “how teachers can manage the classroom.”
For example, if I read the book Mad Science about the power of science, I know it will present information about chemistry and physics, while the next chapter discusses what I would say to my students if they were present in the classroom during this activity. By including all the foundational ideas in a book from beginning to end, the book will better prepare students for any kind of science-based activity or experience they may have.
However, if the book about a bit more complex and abstract such as Tinkerbots or more “personal” such as The Coming Musk Inside, it is important to note if the book discusses any of their specific research topics as well. It is crucial that I provide that information if the reader might be concerned with the research methods of the author, making sure students know about the author’s background and the specific research methods they used to get that conclusion.
To summarize another book that I am considering for a third grade social studies class I am studying, I look at the title along with what I already have for that book, in particular if it seems relevant to the subject. One book, Marine Mammals and Sealife, gives a history of marine mammals, while another, The Edible Giraffe, shows what it is like to be a giraffe and to go on an educational visit with a local zoo. If the books are about the same topic, then I am most likely to look at the book about the more empirical aspect of the subject, but if the book involves any scientific research, then the more subjective aspect must be included. The first book has my theory from the first chapter written as a beginning title, so I can focus on the relationship the various parts have to one another. The second book has some info about the historic significance of the park with the different species, so I can explore the different species’ role in the park. For the Giraffe book, I need to figure out what the animal’s role might be in the park while also noting the many ways that there are people who interact with giraffes.
Because I have access to more information, I typically select the book with the first title while writing an introductory chapter to the book if the book has material that is applicable to the subject. This offers the best chances of students understanding every concept better.
From those titles I select, I choose the ones that I think are best suited for a curriculum I would like to create. For example, I would like to create a science-based activity that I taught in a story board in the third grade workshop. The book title I chose for this chapter would help students understand the setting, so they can make a model of how the materials they put together could help make progress in their science work. This writing would go along with how I would write the story board, so it would be the perfect example of the kind of thing I would create.
On my end, I prepare lesson plans based on the book that will support the action students might take during the activity. For example, to make a story board with the Giraffe book, I would take the student and the animal from their reading and put them into a captive environment. I would write the story board so that it is more visually engaging than the chart that would go along with the activity. In order to really focus on the power of learning, I will give students multiple ways they can react to the different elements in the story board. The yellow pool surrounding the giraffe could represent the potential interaction between the student and the animal as a swimmer, while a line of the student could represent the student and the animal getting ready to meet.
Once a chapter is completed, I send the book to my class for review and let them decide what to do with it. Either way, I look for myself a title that gives a book the best chance of